Cannella, J.(Department of Internal Medicine, University of Nebraska Medical Center, USA)Binhammer, R.(Department of Cell Biology and Anatomy, University of Nebraska Medical Center, USA)Metcalf, W.(Department of Cell Biology and Anatomy, University of Nebraska Medical Center, USA)Newland, J.(Department of Pathology and Microbiology, University of Nebraska Medical Center, USA)Todd, G.(Department of Cell Biology and Anatomy, University of Nebraska Medical Center, USA)Sharp, J.(Department of Cell Biology and Anatomy, University of Nebraska Medical Center, USA)

Historically, attempts have been made to correlate pathology observed during gross anatomy dissection, with the anatomy itself (Lancet, p.1099, Nov. 13, 1971). The aim of such undertakings was to facilitate and enhance the learning of the material by medical students. However, such attempts were limited by the available media, and required an enormous amount of effort and time. Initially, conventional photographs were taken of the subject matter, and annotated accordingly based on physician notes and hospital records. These were then assembled into posters and presented by the students. Such presentations were also limited by the amount of space they required. With the advent of modern technology: digital cameras, personal computers, and digital histopathology recorders, it is now possible to record, annotate, organize in a logical sequence, and present this material to students via personal computers or via the intranet or internet. Student interest, acceptance, and evaluation of this procedure was assessed on a unit which correlates the anatomy, histology, and pathology involved in smoking and lung cancer. As noted by authors of similar projects in Europe, the results demonstrated that students felt this increased interest, improved understanding, and was relevant. Better organization, increased depth of material and increased length of the units was desired. (Supported by a grant from the Dean's office, COM, University of Nebraska Medical Center)